Breadcrumb

Colin Zestcott

Assistant Professor of Psychology
Bailey 119
585-245-5532
zestcott@geneseo.edu

Colin Zestcott has been a member of the Geneseo faculty since 2017.

Office Hours

M 10:30am-11:30am, F 12:30pm-1:30pm, and by appointment

Research Interests

  • Dr. Zestcott examines how the interplay between implicit and explicit processes contributes to knowledge about the self and others. Currently, Dr. Zestcott's research explores the causes, consequences, and reduction of implicit prejudice and stereotyping in health care settings. In addition, Dr. Zestcott studies implicit and explicit biases toward individuals with tattoos and tests strategies stigmatized targets can use to reduce prejudice held by others. A final line of research explores the role of conscious awareness in the use of the body as a source of information in embodiment processes.
Portrait of Colin Zestcott

Curriculum Vitae

Education

  • Ph.D., Social Psychology, University of Arizona, 2017

  • M.A., Social Psychology, University of Arizona, 2014

  • B.A., Psychology, Macalester College, 2012

Publications

  • Zestcott, C. A., Stone, J, & Landau, M. J. (in press). The role of conscious attention in how weight serves as an embodiment of importance. Personality and Social Psychology Bulletin.

  • Zestcott, C. A., Tompkins, T. L., Kozak Williams, M., Livesay, K., & Chan, K. L. (in press). What do you think about ink?: An examination of implicit and explicit attitudes toward tattooed individuals. The Journal of Social Psychology.

  • Zestcott, C. A., & Stone, J. (in press). The role of persuasion in health-related attitude and behavior change. In K. Sweeny & M. L. Robbins (Eds.) The Wiley encyclopedia of health psychology (Vol. II): The social bases of health behavior.

  • Lifshin, U., Greenberg, J., Zestcott, C. A., & Sullivan, D. (2017). The evil animal: A terror management theory perspective on the human tendency to kill animals. Personality and Social Psychology Bulletin, 43, 743-757.

  • Zestcott, C. A., Bean, M. G., & Stone. J. (2017). Evidence of negative implicit attitudes toward individuals with a tattoo near the face. Group Processes & Intergroup Relations, 20, 186-201.

  • Zestcott, C. A., Blair, I. V., & Stone, J. (2016). Examining the presence, consequences, and reduction of implicit bias in health care: A narrative review. Group Processes & Intergroup Relations, 19, 528-542.

  • Zestcott*, C. A., Lifshin*, U., Helm, P., & Greenberg, J. (2016). He dies, he scores: Evidence that reminders of death motivate improved performance in basketball. Journal of Sport & Exercise Psychology, 38, 470-480. [*Indicates co-first authorship]

  • Zestcott, C. A., & Brown, K. T. (2015). From the crowd to the competition: White athletes’ response to racism directed at a teammate of color. Current Psychology, 34, 634-643.

Recent Courses Taught

  • Intro to Behavioral Research Methods

  • Social Psychology

  • Psychology of Personality

  • Advanced Research Seminar: Psychology of Attitudes

Selected Publications

  • Zestcott, C. A., & Stone, J. (in press). The role of persuasion in health-related attitude and behavior change. In K. Sweeny & M. L. Robbins (Eds.) The Wiley encyclopedia of health psychology (Vol. II): The social bases of health behavior.

  • Zestcott, C. A., Tompkins, T. L., Kozak Williams, M., Livesay, K., & Chan, K. L. (2018). What do you think about ink? An examination of implicit and explicit attitudes toward tattooed individuals. The Journal of Social Psychology, 158, 7-22.

  • Zestcott, C. A., Stone, J, & Landau, M. J. (2017). The role of conscious attention in how weight serves as an embodiment of importance. Personality and Social Psychology Bulletin, 43, 1712-1723.

  • Zestcott, C. A., Bean, M. G., & Stone. J. (2017). Evidence of negative implicit attitudes toward individuals with a tattoo near the face. Group Processes & Intergroup Relations, 20, 186-201.
    Lifshin, U., Greenberg, J., Zestcott, C. A., & Sullivan, D. (2017). The evil animal: A terror management theory perspective on the human tendency to kill animals. Personality and Social Psychology Bulletin, 43, 743-757.

  • Zestcott, C. A., Blair, I. V., & Stone, J. (2016). Examining the presence, consequences, and reduction of implicit bias in health care: A narrative review. Group Processes & Intergroup Relations, 19, 528-542.

  • Zestcott, C. A., Lifshin, U., Helm, P., & Greenberg, J. (2016). He dies, he scores: Evidence that reminders of death motivate improved performance in basketball. Journal of Sport & Exercise Psychology, 38, 470-480.

  • Zestcott, C. A., & Brown, K. T. (2015). From the crowd to the competition: White athletes’ response to racism directed at a teammate of color. Current Psychology, 34, 634-643.

Social Cognition Lab

For more information about the Social Cognition Lab, visit Colin Zestcott's personal website.

Classes

  • PSYC 251: Intro to Behavioral Res Method

    A systematic study of the principles of research design and methods. Topics include scientific methods of descriptive, correlational, basic experimental, quasi-experimental, and single-subject approaches, issues of validity and experimental control, ethical considerations, and skills in accessing and using psychological literature, critical reading, and scientific writing using American Psychological Association style. Prerequisites: PSYC 100. Offered every semester

  • PSYC 350: Social Psychology

    A study of the behavior of the individual in the social context, with attention to leadership and small group phenomena, social motivation, attitudes and attitude change. Selected research techniques in social psychology. Prerequisites: Proficiency in Basic Requirements. Offered every semester

  • PSYC 452: AdvRes Psyc:Psych of Attitudes

    A selected-topic seminar that integrates, at an advanced level, a particular content area with its appropriate literature, research methods, and statistics. In the course of study of the selected issue, students review literature, design research, collect data, analyze and interpret results, and produce both oral and written reports. Prerequisites: Proficiency in Basic Requirements and at least three 300-level Psychology courses. Selected topics may have additional prerequisites. Offered every semester.